Special Educational Needs Inclusion Flashcards

What does 'EAL' stand for and what specific support might an EAL pupil require in the classroom?

Answer: English as an Additional Language — visual supports, pre-teaching vocabulary, bilingual resources, and structured talk opportunities

EAL pupils are learning in a language that is not their first language — they benefit from visual supports, pre-taught vocabulary, structured speaking opportunities, and adapted written materials.

What is 'cognitive accessibility' and why does it matter for inclusive lesson planning?

Answer: Designing tasks so that cognitive demands match pupils' capacity — instructions are clear, tasks are chunked, and working memory is not overloaded

Cognitive accessibility means reducing unnecessary cognitive barriers — clear instructions, chunked tasks, and visual supports help all learners, not just those with identified needs.

Under the Equality Act 2010, what does the 'anticipatory duty' require of schools?

Answer: Schools must anticipate the needs of disabled pupils and make adjustments proactively, not just when a specific pupil enrols

The anticipatory duty means schools must think ahead — planning accessible environments, materials, and practices before disabled pupils enrol, not just reacting case by case.

What does research (EEF, 2021) say about the most effective use of teaching assistants for SEND pupils?

Answer: TAs are most effective when supporting structured, targeted interventions and when teachers retain responsibility for SEND pupils' learning

The EEF's guidance on TAs shows that outcomes are best when TAs deliver structured interventions, are well-trained and briefed, and teachers maintain high-quality interactions with SEND pupils.

What is 'precision teaching' as a targeted intervention for pupils with SEND?

Answer: A structured, data-driven intervention that uses daily practice and fluency measurement to build automaticity in specific skills

Precision teaching uses short daily practice sessions and frequency measurement (fluency) to build automaticity in specific skills — it is highly structured and evidence-based for literacy and numeracy gaps.

What does 'personalised learning' mean in inclusive education, and what are its limits?

Answer: Adapting teaching approaches and support to individual needs — but not creating entirely separate curricula for each pupil

Personalisation means responsiveness to individual needs within the class — differentiated tasks, varied support, flexible groupings — but it does not mean a separate curriculum for every pupil.